Research On The Teaching Design Of Micro-Lessons In High School Physics Classroom

In the rapid development of information technology today,micro-video gradually emerged,people can receive a variety of messages transmitted by micro-video in three to five minutes,compared with the previous use of text and pictures to spread information,micro-video has the advantage of giving people both visual and auditory stimulation,so micro-video is loved by people.Although there has been a lot of research on micro-courses in China,its research results have not been truly applied to teaching practice.In this context,in order to fit the way people learn and receive information,the author uses micro-videos related to the laws of high school physics on the Internet to design the teaching of micro-courses,and after practical attempts,it is found that microcourses have the possibility of improving students’ learning interest and learning efficiency.Therefore,this study explores the specific effect of micro-courses in the application of microcourses in high school physics classrooms,aiming to enrich the teaching design of the combination of micro-courses and high school physics classrooms,and provide effective teaching references and suggestions for the use of micro-courses in high school physics classrooms.The main method of this study is the special research method,combined with the comparative research method,the purpose is to improve the teaching design content of micro-courses in high school physics classroom teaching through teaching practice,and ensure the standardization and scientific nature of the research.At the same time,comprehensive use of questionnaires,interviews,observations and other specific research methods and tools to record and evaluate students’ actual situation,classroom performance,classroom tests and stage tests.According to the actual situation,the teaching practice was carried out,and the classes with similar learning conditions were selected as the experimental class and the control class,and the relevant data were obtained through four teaching practices.Through the analysis of the four teaching designs of micro-courses in high school physics law courses,as well as the statistics of teaching practice results,it can be found that the application of micro-courses to the classroom teaching of high school physics laws has a positive effect on students’ physics law learning.Specifically,there are the following points: first,micro-lessons can vividly verify the process of physical laws and help students understand the basic content of physical laws;Second,the micro-course can intuitively show the derivation process of physical laws and help students deepen their understanding of physical laws;Third,micro-courses can demonstrate the application process of physical laws in detail and help students suggest scientific thinking using laws;Fourth,micro-lessons can alleviate students’ cognitive fatigue in the classroom and help students enhance their interest in learning.Combined with the content of humanistic theory,cognitive load theory,constructivist theory and other theories and various research results related to micro-courses,it can be found that when making the teaching design of high school physics micro-courses,it is necessary to consider the type of knowledge points of this physics course and the basic learning situation of students,and the impact of micro-courses on teaching effect will be constrained by the type of knowledge points and students’ independent learning ability.Combined with the actual teaching situation of high school physics and the teaching practice in the micro-course high school physics law course,the following teaching suggestions are put forward for the teaching design of micro-course in high school physics classroom teaching: first,study the physics textbook,classify the content of the textbook,and select the appropriate knowledge point as the topic of the micro-course;Second,search and process micro-course video resources to ensure the scientificity of content and the rationality of duration;Third,create physical scenarios,guide students to watch micro-course videos,and guide students to pay attention to the key points and difficulties of video content.